Abstract
The PIRLS (Progress in International Reading Literacy Study), TIMSS (Trends in International Mathematics and Science Study), and PISA (Programme for International Student Assessment) have become gold standards for the international comparison of children’s performances, when aged 10 and 15 years.
 This paper focuses on secondary analysis of basic statistical indicators on reading literacy (PIRLS), as well as the mathematics and scientific literacy (TIMSS) of pupils at 10 years of age, followed by their reading, mathematics and scientific literacy at 15 years of age (PISA). It compares the pupils’ main educational results in PIRLS and TIMSS with their PSA results. PIRLS, TIMSS, and PISA help to identify key problems within pupils’ educational levels in these selected literacies and create effective educational policy measures.
 One aspect of the comparison within the research paper is the aggregate indicator; this is the arithmetic mean of PIRLS and TIMSS results, using pupils’ PIRLS results from 2001, 2006, 2011 and 2016, and TIMSS results from 2007, 2011 and 2015. The other aspect of the comparison is the aggregate indicator; which is the arithmetic mean of pupils’ PISA results for 2006, 2009, 2012 and 2015. A significant relationship was found to exist between the arithmetic mean of pupils’ PIRLS, TIMSS, and PISA results.
 Political and professional policy decisions within schooling affect the early years of pupils’ school attendance. This has a significant impact on their future education at all levels of schooling. The findings of this paper support a hypothesis regarding the effects of pupils’ educational performance and the need for measures to improve education in schools that should be adopted on an ongoing basis.
Highlights
In the early 1990s, society became increasingly cognisant of the growing importance of literacy skills for the emerging generation of young people coming from education into the work-place
The international surveys of Progress in International Reading Literacy Study (PIRLS) and Trends in International Mathematics and Science Study (TIMSS) are focused on surveying the fields of reading, mathematical and scientific literacy of 9 – 10-year-olds
It is an age that can be overlooked in a child’s education, but at the same time it is an age where much can be corrected. This is precisely the preventive element of the international PIRLS and TIMSS surveys as they give information about the child’s level of knowledge and their ability to use it with understanding, and do so relatively early in the child’s development
Summary
In the early 1990s, society became increasingly cognisant of the growing importance of literacy skills for the emerging generation of young people coming from education into the work-place. A large degree of acquired encyclopaedic knowledge is no longer necessary for successful inclusion within society, but rather an ability to work with creativity and comprehension This means using a wide range of information, assessing it correctly, and applying it efficiently in both work and personal life. Surveying pupil’s achievements in the international context is valuable in terms of enabling participating countries to compare their own pupils’ achievements with those of other countries This comparison of pupil achievements in multiple jurisdictions enables participating countries to identify not just differences in the size and content of the curriculum taught, but mainly the differences in pupils’ ability to better utilise the knowledge acquired. Student Assessment (PISA). (Plavčan, 2018)
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